在线学习者效能的结构及关键影响因素研究

发布时间：2018-01-05 07:39

本文关键词：在线学习者效能的结构及关键影响因素研究　出处：《电化教育研究》2017年09期 　论文类型：期刊论文

【摘要】：从生态心理学的视角看,环境的给养和学习者的效能共同决定着学习者的学习行为。在线学习者效能是"学习者感知学习环境的信息、与学习环境中的要素进行交互以完成学习任务、达成学习目标的能力",它决定着学习者对环境中给养的感知与处理,是影响其辍学的关键因素之一。同时,学习者效能分析也是设计与学习者相契合的教学给养的关键。研究学习者效能对于预测学习者的状态表现、并有针对性地进行远程教学干预有着非常重要的意义。通过德尔菲法四轮的专家意见咨询,得到了在线学习者效能的五大构成要素与九大关键影响因素分析框架。感知信息的能力、交互能力、自我规划能力、自我监控和调节能力、自我效能感这五大构成要素及其之间的相互作用关系直接决定了学习者的效能,形成了在线学习者效能的结构;网络学习观念、性格、时间投入、学习态度、学习动机、学习风格、技术素养、已有知识基础和经验背景、高阶思维能力九大关键影响因素则间接影响着学习者的效能。
[Abstract]:From the perspective of ecological psychology, the supply of environment and the efficiency of learners jointly determine the learning behavior of learners. Online learner efficacy is the information that learners perceive the learning environment. The ability to interact with the elements of the learning environment in order to complete the learning task and achieve the learning goal ", which determines the learners' perception and treatment of the feeding in the environment, is one of the key factors affecting their dropping out of school. At the same time. Learner efficacy analysis is also the key to the teaching provision which is compatible with the learner design. The study of learner efficacy can predict the learners' state performance. It is very important to carry on the distance teaching intervention pertinently. Through Delphi method four rounds of expert opinion consultation. Five components of online learner efficacy and nine key influencing factors are obtained, including the ability to perceive information, the ability to interact, the ability to plan, the ability of self-monitoring and the ability to adjust. The five components of self-efficacy and the interaction between them directly determine learners' efficacy and form the structure of online learners' efficacy. Internet learning concept, personality, time commitment, learning attitude, learning motivation, learning style, technical literacy, knowledge base and experience background. The nine key factors of higher-order thinking ability indirectly affect learners' efficacy.
【作者单位】：天津师范大学教育科学学院;北京师范大学教育学部;
【基金】：2017年度国家社科基金青年项目“基于社交媒体大数据的大学生心理危机预警机制研究”(项目编号:17CSH043)
【分类号】：G434
【正文快照】： 当前国内外远程开放教育普遍存在一个非常棘手的问题——高辍学率。据2013年发布的《“慕课”和开放教育:对高等教育的意义》白皮书显示,斯坦福、麻省理工学院、加州大学伯克利分校三所大学“慕课”的辍学率高达85%-90%[1]。学习者流失、在学者参与学习的热情不高、在线学习的

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